Author's Name:	DR SYLOD CHIMHENGA
Subject Area:	Social Science and Humanities
Subject	Arts and Humanities
Section	Informative Article

attitudes, learning disabilities, inclusion, inclusive education, students with learning disabilities.

This research examines the attitudes of stake holders towards students with learning disabilities in secondary schools of Zimbabwe. The opportunity for students with learning disabilities to participate in inclusive education in Zimbabwe secondary schools has increased steadily in recent years. Participants were 120 secondary school students, 30 teachers and 20 parents from ten selected secondary schools of Bulawayo province. A questionnaire was used for data collection. Descriptive and inferential statistics were used to analyse the data. The findings revealed that the secondary school students, teachers and parents viewed more negatively the attitude of the regular teachers in supporting the implementation of inclusive education for students with learning disabilities in Zimbabwe. The findings also showed that negative attitudes of the regular teachers in secondary schools were unlikely to support effective and efficient implementation of inclusive education for students with learning disabilities and to motivate other stakeholders such as parents and school heads to collaborate and corroborate in inclusive education services.The study recommended that there is need to cultivate and nurture positive attitudes towards the implementation of inclusive education to stakeholders such as teachers, parents and students in order to improve the implementation of inclusive education for students with learning disabilities in Zimbabwean secondary schools.